Posted tagged ‘social’
Categories: social learning
Tags: participatory culture, social media, enterprise 2.0, humor, humour, collaboration, social learning, hierarchy, corporate, workplace, organisational culture, organizational culture, definition, social, ESN, enterprise social network, A means of liking senior executives' posts, sycophancy, social software
Comments: 2 Comments
As learning in the workplace becomes increasingly informal, the motivation of employees to drive their own development becomes increasingly pivotal to their performance.
This is a point that I fear many of our peers fail to grasp.
You see, we love learning. We share knowledge on Twitter, contribute to discussions on LinkedIn, read books, write blogs, comment on blogs, subscribe to industry magazines, share links to online articles, watch videos, and participate in MOOCs. We tinker with software, experiment with new ideas, attend conferences, and join local meetups. We crowdsource ideas, invite feedback, ask questions, and proffer answers. The list is endless.
No one forces us to do all this. We do it because we enjoy it, and we understand that it is critical in keeping our knowledge and skills relevant in an ever-changing world.
The inconvenient truth, however, is that not everyone does this. I’m not referring to some of us in the L&D profession, although that’s an ironic part of the problem. For now I’m referring to a large proportion of our target audience. In a nutshell, they’re not like us.
An embodiment of this concept is the 1% rule. This heuristic maintains that in a typical online community, only 1% of the members create new content, while the remaining 99% lurk. A variation of this theme is the 90-9-1 principle, which maintains that in an online space that empowers users to create and edit content (eg an intranet or wiki), only 1% of the members will create new content, 9% will edit it, leaving the remaining 90% who consume it.
Of course, these ratios assume a participating population; they don’t account for the proportion of the membership that is disengaged with the community. That is to say, not even lurking. And that proportion may be surprisingly large.
In any case, I’m not interested in getting tied up in knots over the numbers. Like 70:20:10, these are merely rules of thumb that reflect a broader truth. I also appreciate that lurking isn’t necessarily a bad practice. The consumption of content is an important element of “learning”. No argument there.
A problem arises, however, when active participation is expected. Consider an ESN such as Chatter: 1% of the organisation won’t adequately reflect the enterprise’s collective intelligence. Or a discussion forum that supports an inhouse training program: 1% of the participants will fall short of the critical mass that is required to develop a rich, diverse and meaningful discussion. In such cases, the vast majority of the SMEs are effectively holding back their expertise, and those with experiences to share are not doing so. Hence the learning experience suffers – even for the lurkers.
Another challenge we face is pre-work – or more to the point: it not being done. Of course this has been a problem for as long as pre-work has existed. However it’s becoming acute for those among us who are trying to implement a flipped classroom model. Value-add activity can not be undertaken when the face time is spent on the non-value add activity which should have (but hasn’t) already been done. It defeats the purpose.
Again, when the expectation of active participation is not met, everyone’s learning experience suffers.
So how can we as L&D professionals change the situation? How can we motivate our participants to participate actively…?
My poll results from Drivers of Yammer use in the corporate sector are somewhat enlightening. Indeed, I have enjoyed some success by getting executives actively involved, as well as by calling on champions throughout the business to push the barrow.
I recently asked a presenter at an e-learning conference what she does when her target audience aren’t actively participating in the discussion forums that she sets up, and she replied matter-of-factly that she reports their reticence to their respective managers. Ouch! but apparently it works.
Natalie Lafferty blogged about a paper recently published by the Virginia School of Medicine, in which they reported dwindling attendance at their flipped classroom sessions…
“In sessions where students could sit where they wanted, they were less prepared as they would typically sit with their friends and would choose their table based on fun rather than who knew their stuff. The session for some served as a ‘social catch-up’, others admitted they watched videos. There was however a difference in approach to team-based learning sessions where students were assigned into groups; they were more likely to prepare as they were more concerned about appearing stupid.”
I call the latter phenomenon “social accountability” and it appears powerful.
Jayme Linton blogged about encouraging her students to do their pre-reading by employing similar techniques such as “speed dating”…
“Speed dating allows students to interact with several peers in a short amount of time. Students talk for a short time (1 or 2 minutes) with a classmate, typically in response to a question or set of questions. After the specified time period has passed, students rotate and have a conversation with another peer.”
Dare I suggest again the major concern of the participants is their social standing?
While all these techniques evidently motivate the target audience to participate, I can’t help but feel a pang of disappointment. Because each of these motivators is extrinsic.
Whether it be ego, fear, politeness or bald-faced sycophancy driving their behaviour, I put it to you that the retirement of the motivating technique by the L&D pro would result in the cessation of that behaviour. By definition, the motivation is not intrinsic and so the participants are relieved of their incentive to continue.
Of course, an alternative is to cultivate the participants’ intrinsic motivation instead. For example, if the content is authentic, relevant and engaging, then that makes it compelling, and that should pull the participants in. However, I put it to you further that even with the most compelling content in the world, it will be worth nil if the participants are not habituated into interacting with it and with one another about it.
Which leads me to consider a hybrid approach: using extrinsic motivators to drive the desired participant behaviour, which is consequently rewarded by an experience that is intrinsically motivating. In other words, scaffolding the informal learning process with a formal structure, thereby driving the behaviour that achieves the outcome that drives the behaviour.
Perhaps over time a sustainable participatory culture will emerge and the need for such scaffolding will dissipate. In the meantime, though, we may have no choice but to dangle the carrot with the stick.
Categories: informal learning, motivation
Tags: 1% rule, 90-9-1, active learning, Chatter, discussion forum, ESN, extrinsic, flipped classroom, formal, informal, intrinsic, Jayme Linton, learning, lurking, motivation, Natalie Lafferty, participatory culture, pre-reading, pre-work, pull, push, social, social accountability, speed dating, sustainability, techniques, Virginia School of Medicine, Yammer
Comments: 13 Comments
My wife and I are studying Foundations of Business Strategy together. And by “studying”, I mean we are watching the videos – which are excellent, by the way.
My wife is a marketing professional, while I’ve been in the corporate sector for most of my working life, so we find ourselves regularly pausing the videos and launching into conversation about what was said. And it’s great!
I’m learning from her, she’s learning from me, and we’re both learning from the professor. Much more so than if either of us were studying alone.
Of course, peer-to-peer interaction isn’t a novel concept in e-learning. We have asynchronous tools such as online discussion forums, synchronous tools such as instant messaging, and semi-synchronous tools such as Twitter.
To add voice to the conversation we can use teleconferencing or VoIP. To add faces we can use webcams and maybe, one day, holograms.
But what strikes me about my interaction with my study buddy is that it’s so natural. Of course we know each other well, but being at the same place at the same time means we can read each other’s body language, recognise non-verbal cues, and follow the rhythm of the conversation. Which makes for a rich learning experience.
I recall thinking along similar lines after attending the local meetups that I organised for my colleagues and members of the public who were participating in a particularly popular mooc. I had never attended a mooc meetup before, and I severely underestimated it. The opportunity for the attendees to put a face to a name, share their experiences, gripe about common problems, suggest ways to solve them, and simply feel less alone left a lasting impression on me.
Then for good measure, I read Helen Blunden’s gorgeous Sometimes You Just Need to Meet Your PLN Face-to-Face, in which she recounts her experience meeting up with her Twitter buddies while on holiday in the UK. My favourite part appears towards the end of her post:
Reflecting on the LPITweetUp, the gathering made me realise that the relationship with our PLN is strengthened when we include a face-to-face connection – and you only need one of those to transform what was a digital online relationship to a whole new different level to one which has impact, meaningful and memorable.
So my suggestion is to face up to better instructional design.
By all means, continue to facilitate asynchronous discussions – they’re incredibly important. And if you can, organise synchronous sessions, preferably featuring the participants’ voices and faces.
But if you want to transform the digital online relationship to a whole new different level which has meaningful and memorable impact, the answer is clear: you need face time.
Categories: blended learning, instructional design
Tags: asynchronous, blended learning, conversation, discussion, face-to-face, Helen Blunden, human, instructional design, interaction, isolation, meetups, online learning, P2P, peer-to-peer, semi-synchronous, social, social presence, social presence theory, student, synchronous
Comments: 14 Comments
Guns don’t kill people. People do.
It’s a well-worn saying that Americans in particular know only too well.
And of course it’s technically correct. I don’t fear a gun on the table, but I do fear someone might pick it up and pull the trigger. That’s why I don’t want a gun on the table.
It’s a subtle yet powerful distinction that occurred to me as I absorbed the core reading for Week 1 of The University of Edinburgh’s E-learning and Digital Cultures course; namely Daniel Chandler’s Technological or Media Determinism.
Technological determinism is a philosophy that has implications for e-learning professionals as we grapple with technologies such as smartphones, tablets, ebooks, gamification, QR codes, augmented reality, the cloud, telepresence, ADDIE, SAM, and of course, MOOCs.
Chandler explains that “hard” technological determinism holds technology as the driver of change in society. Certain consequences are seen as “inevitable” or at least “highly probable” when a technology is unleashed on the masses. It’s how a lot of people view Apple products for example, and it’s extremist.
Like most extremism, however, it’s an absurd construct. Any given technology – whether it be a tool, a gadget or a methodology – is merely a thing. It can not do anything until people use it. Otherwise it’s just a box of wires or a figment of someone’s imagination.
Taking this rationale a step further, people won’t use a particular technology unless a socio-historical force is driving their behaviour to do so. History is littered with inventions that failed to take off because no one had any need for them.
Consider the fall of Aztec empire in the 16th Century. Sailing ships, armour, cannons, swords, horse bridles etc didn’t cause the conquistadors to catastrophically impact an ancient society. In the socio-historical context of the times, their demand for gold and glory drove them to exploit the technologies that were available to them. In other words, technology enabled the outcome.
At the other end of the spectrum, technological denial is just as absurd. The view that technology does not drive social change is plainly wrong, as we can demonstrate by flipping the Aztec scenario: if sailing ships, armour etc were not available to the conquistadors, the outcome would have been very different. They wouldn’t have been able to get to the new world, let alone destroy it.
Of course, the truth lies somewhere in between. Technology is a driver of change in society, but not always, and never by itself. In other words, technology can change society when combined with social demand. It is only one component of the equation for change:
In terms of e-learning, this “softer” view of technological determinism is a timely theoretical lens through which to see the MOOC phenomenon. Video, the Internet and Web 2.0 didn’t conspire to spellbind people into undertaking massive open online courses. In the socio-historical context of our time, the demand that providers have for altruism? corporate citizenship? branding? profit? (not yet) drives them to leverage these technologies in the form of MOOCs. Concurrently, a thirst for knowledge, the need for quality content, and the yearning for collaboration drives millions of students worldwide to sign up.
MOOCs won’t revolutionise education; after all, they are just strings of code sitting on a server somewhere. But millions of people using MOOCs to learn? That will shake the tree.
So the practical message I draw from the theory of technological determinism is that to change your society – be it a classroom, an organisation, or even a country – there’s no point implementing a technology just for the sake of it. You first need to know your audience and understand the demands they have that drive their behaviour. Only then will you know which technology to deploy, if any at all.
As far as gun control in the US is concerned, that’s a matter for the Americans. I only hope they learn from their ineffective war on drugs: enforcement is vital, but it’s only half the equation. The other half is demand.
Categories: change, technology
Tags: #edcmooc, change, Daniel Chandler, demand, e-learning, E-learning and Digital Cultures, elearning, equation, extremism, future, hard, learning, MOOCs, new, philosophy, social, society, socio-historical, soft, strong, technological denial, technological determinism, Technological or Media Determinism, technology, theory, weak
Comments: 8 Comments